@article {534, title = {THE EFFECT OF CONCEPTUAL CHANGE TEXTS ENRICHED WITH METACONCEPTUAL PROCESSES ON PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING OF HEAT AND TEMPERATURE}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {December/2016}, pages = {Continuous}, type = {Original article}, chapter = {693{\textendash}705 }, abstract = {The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers{\textquoteright} conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers{\textquoteright} conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants{\textquoteright} conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts. }, keywords = {conceptual change text, heat and temperature, metaconceptual processes, pre-service science teachers}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.693}, url = {http://oaji.net/articles/2016/987-1482502823.pdf}, author = {Nejla Y{\"u}r{\"u}k and P{\i}nar Ero{\u g}lu} } @article {213, title = {THE PREDICTORS OF PRE-SERVICE ELEMENTARY TEACHERS{\textquoteright} ANXIETY ABOUT TEACHING SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {10}, year = {2011}, month = {March/2011}, type = {Original article}, chapter = {17-26 }, abstract = {The aim of this study was to investigate the nature of the relationship between pre-service elementary teachers{\textquoteright} anxiety about teaching science and their self-efficacy beliefs about science teaching, their perceptions of the nature of their past experiences in science teaching, the number of science courses they took in college and their previous grades in these science courses. The data was collected from 82 pre-service elementary teachers enrolled in an M.Ed program. The results indicate that personal science teaching efficacy and number of science courses taken in college are the significant predictors of science teaching anxiety. Pearson correlations among the variables show that their perception of their experiences in science teaching, grade point average of science courses and perception of science background indirectly influence science teaching anxiety. The effect of these variables on science teaching anxiety was mediated by personal science teaching efficacy.}, keywords = {perception of past experiences in science courses, science teaching anxiety, self-efficacy}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405173257.pdf}, author = {Nejla Y{\"u}r{\"u}k} }